Abstract

The article seeks to reflect on the development of critical thinking in initial teacher training in a scenario increasingly marked by the emphasis on competencies, curricular control and suppression, efficiency and low critical capacity. It is argued that critical thinking is a skill/competence declared as relevant both by higher education and by teacher training policy, however, its approach points to a reduced and instrumentalized vision, relegated to the plane of discourse, but not of the action, which encourages naive thinking over critical thinking, perpetuating a banking and uncritical education model.